LRE Considerations for Preschool Age Children Eligible for SPED
When making placement recommendations for preschool age children eligible for special education, the IFSP/IEP team is required by law to
consider the Least Restrictive Environment that the child could be placed in. This means that the team is required to consider providing special
education services in a setting where age-appropriate peers without disabilities are typically found. These considerations must be made prior to
recommending the provision of special education services in a setting which includes only preschool-age children with disabilities.
In developing the recommendation, the team should consider the following continuum of services:
A. NO SERVICES: The child is not eligible for special education programs or services.
B. RELATED SERVICES: Student would receive PT, OT, SW, and Speech or other related service only. Student’s IEP would reflect that he is
receiving only a related service.
C. EARLY CHILDHOOD SPECIAL EDUCATION SERVICES (1755): RELATED SERVICES WITH THE ADDITIONAL SUPPORT OF
AN EARLY CHILDHOOD SPECIAL EDUCATION TEACHER: Student would attend a preschool program designed for typically developing
children such as Head Start, GSRP and/or a private preschool program and a special education teacher as well as the related staff would work
together to provide services and support the child in the general preschool setting. The student’s IEP would reflect that the child was in a nonclassroom program (R340.1755) for the iterant teacher services and related services would also be recorded on the IEP.
D. EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM (1754): Student would be placed in an ECSE program (R340.1754) that is
designed to provide more specific and intensive intervention for children who are eligible for special education. Related services would also be
indicated on the IEP.
Considerations for Interpreting the Rubric:
There are a multitude of factors that need to be considered when determining the frequency, duration, intensity and location of special education programs and/or
services for a preschool age child. The rubric was developed to serve as a guide to help the team and family understand all the options and make a recommendation
that is best for each child. The parent’s preference and the availability of programs in the community that the child may be able to access must also be considered.
The more 1’s and 2’s that are circled suggest that the child could be supported via either related services and/or in a general ed. setting with SPED services. The
more 2’s and 3’s that are circled, may be indicative that the child would require a more intensive programs that may be met in a general education program with
supports or in an ECSE setting. As “general education” opportunities are limited for preschool age children, staff must make the best decision possible at the time.
As preschool age children can demonstrate dramatic changes from year to year, this rubric should be utilized annually to see if the child can be supported in a more
inclusive environment.
The Importance of a Preschool Program
Attendance in a high quality preschool program is very important to prepare children for kindergarten regardless of the level of need for special education services.
There is significant research to suggest that a child who attends a preschool program ultimately has better outcomes with respect to school performance in the early
elementary years. Children who have had difficulty with respect to developing their speech and language skills are at high-risk for later reading/academic
difficulties even if they have significantly closed the gap on their delay. Those who have closed the gap by 30 months of age are more likely to keep up with their
same age peers and not continue to require intensive, intentional intervention. It is strongly recommended that the parents consider enrolling their child in a
preschool program at some point prior to kindergarten entry. If the family is not interested at the time of transition from Early On when the child is 3 then
consideration should be given again when the child turns 4 years of age. The common preschool recruitment form should be provided to families who want to be
considered for a free or low-cost preschool program.
Date: ________________
LRE Considerations for Preschool-age Children Eligible for SPED
Name: ________________________________________________
Child Factor Considerations
Age: _______________
1
2
3
Health History/Status
(allergies, diagnosed
conditions, medication needs,
feeding concerns, middle ear
issues, hearing/vision
problems)
Cognitive/Learning Skills,
Play Skills (use of toys and
materials appropriate for age,
symbolic/pretend play, ability
to follows directions in play –
feed the baby, give me the red
block)
 General good health
 May require some limited
health care procedures
(e.g. EpiPen)
 Mild or occasional health
concern or chronic health
issues that are controlled
 May require specialized
health care procedures
 Chronic health issues
 Specialized health care
procedures required (e.g.
regular medications, tube
feedings, etc.)
 Participates, stays on task,
follows directions and
home/class routines with
minimal or no promptings
 Age-appropriate,
spontaneous, and varied
play skills
 Needs frequent prompts to
participate in group
activities, stay on task, and
follow directions
 Requires more small group
instruction
 Appropriate play skills but
limited variety; can follow
directions during play and
imitate play actions with
prompts
Self-Help Skills
(feeding, dressing, toileting,
assisting with daily chores)
Motivation
(initiation, independence and
persistence during
tasks/activities, level of
enjoyment)
 Age appropriate with
respect to areas in ( )
 Age appropriate or has 1
area that is below age level
 Needs 1-1 support and
constant prompting to
participate in activities,
stay on task and follow
directions
 Curriculum modifications
needed for participation in
class activities
 Uses toys in
inappropriate/nonfunctional ways or needs
specific instruction to
learn new play skills
 Significantly below age
level in 2 or more areas
 Makes choices and persists
at tasks/activities
independently
 Enjoys activities and is
satisfied with performance
 Requires some adult
assistance or prompting to
engage/participate in
tasks/activities
 May not sustain interest
for long
Coping Strategies (seek help,
handle frustration, tolerate
changes in routines)
 Many strategies that are
effective,
 Copes with frustration in
age-appropriate manner
 Some effective strategies
 Occasional frustration that
interferes with
performance or
participation
Social/Emotional
(interacting with adults and
peers, behavior toward self and
others, feelings)
 Cooperates with adults
 Initiates interaction with
peers, cooperative play
 Few behavioral concerns
 Wide range of appropriate
emotions
 Occasional difficulty
cooperating with adults
 Interested in peers and will
join in play others initiate,
more parallel than
cooperative play
 Some behavioral/emotional
concerns but can be
managed by classroom
staff with strategies and
 Dependent on adult for
beginning and completing
tasks
 Requires high level of
prompting
 May be low level of
enjoyment/interest
 Few to no effective
strategies
 Frequently frustrated
(makes performance of
tasks and participation
difficult)
 Frequent and significant
difficulty interacting with
adults and peers
 Little interest in peer
interaction
 Anxiety, withdrawal, or
atypical emotional
responses
 Aggressive or selfinjurious behaviors;
Comments
support
Sensory
The way a child registers and
responds to sensory
stimulation: sounds, touch,
movement, taste/texture,
smells, and vision.
 Uses and manages sensory
input to gather information
needed to support
participation in play and
classroom activities.
 May seek sensory input in
ways that can be disruptive
or interfere with
participation in play and
classroom activities but
can regulate with minimal
supports in the classroom
(ie. Child may have
difficulty sitting still or
sitting upright for floor or
table tasks. May touch,
smell or mouth classroom
materials.)
OR
 May fail to notice
important sensory input
that would be helpful for
participation. (ie Delayed
or no response when spoken
to, doesn’t participate much
in finger play songs/ gym/
playground tasks, may not
follow routine well or is the
last to move from activity to
activity. Clumsy or
uncoordinated movements.)
OR
May purposefully avoid
sensory input and
withdraw from it. (ie. May
avoid messy play or be
bothered when clothes get
wet/dirty. May cover ears
with loud noises. May
dislike being touched and
avoid playing with other
kids or wants to be at the end
of the line.)
Communication
System (expressive)
 Uses sentences to
communicate
 Some mild language and/or
intelligibility issues that
may require remediation
 Has a functional or
alternative communication
system (gestures, words, or
pictures)
 Combines words together
 May be difficult to
understand due to multiple
articulation errors
 Uses alternative system
effectively
support from SSW/psych
needed to address
challenging behaviors
 Safety issues due to
behaviors
 May seek sensory input so
frequently/excessively that
it significantly interferes
with participation in play
or classroom activities.
(ie. Child can’t sit still and
attend to a task. Child
constantly touches other
kids and may be too rough
with people and toys.)
OR
 Becomes so overwhelmed
by sensory input that it
interferes with play and
participation. (ie. Child
may attempt to flee the
classroom. Child may get
overly upset and take a long
time to recover. Child may
over-respond to sensory
stimulation so that they are a
danger to themselves or
others. Child has more
difficulty in busy, loud,
unstructured environments. )




No words.
Single words
Some word combinations
Significant intelligibility
issues (limited phonemes,
simplification processes
present)
 Does not have an
alternative
communication system or
is developing an
Verbal Imitation
 Readily imitates
words/phases overhead in
conversation
Length of Time in Early
Intervention services
Rate of Progress
Delay/Disability/
Atypical development
Number and scope of IEP
goals
Need for practice/repetition
and consistency in learning
environment to develop,
maintain, and generalize
skills
6 months to 1year
Need for health care aide or
adaptive equipment (switches,
communication boards,
standers, etc.)
None
High to Average
Delay (following normal
progression but behind peers)
Single Domain
(e.g. expressive language)
 Minimal need
 Good generalization
 Requires initial prompts to
imitate but they can be
faded quickly
 Will imitate a variety of
words/phrases.
1 to 1.5 years
Average to Moderate
Disability
1-2 domains
 Minimal to moderate need
 Generalization skills
require prompting
Minimal (e.g. toileting, sensory
break; short-term or limited
communication/equipment
needs)
alternative/augmentative
communication system
 Requires a high level of
prompting to imitate
and/or does not imitate at
all
1.5 to 2+ years
Moderate to Slow
Disability or Atypical
development
2+ domains
 Moderate to high need
 High degree of prompting
to generalize skills
Moderate to high (e.g. daily
assistance with personal care,
sensory, health needs, and/or
management of equipment or
communication devices)
Summary of Rubric:
______________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
Parent Priorities/Input:
___ Parent understands child is eligible for Special Education services but is not interested in any special education services at this time.
___ Parent desires related services only ---no preschool program at this time
___ Parent desires a typical preschool program with additional related services.
___ Parent desires intensive intervention preschool program
___ Other:__________________________________________________________________________________
If parent desires a typical preschool program, consider the following questions:
What opportunities has the child had to interact with typically developing peers (daycare, church, community programs)?
What are some home routines/activities that the child needs assistance with that might be addressed in the preschool classroom?
Program/Service Options for Child:
In order to receive special education programs and services, a child must receive them from the local school district in which they reside. At a
preschool level there is no legal option of “school of choice”. However, in some cases districts within the Ionia ISD and outside of the Ionia ISD
have taken children. If that is an option parents are interested in, the desired school district must be contacted and the child must be accepted in
order to pursue this option. A family could also pursue a private preschool out of district but then receive related services at a local elementary
school within the district of residence.
This child’s home district is: ____________________________
_____ Related services @ _____________________________________________________________________
_____ Head Start/GSRP (income requirements apply—collaborative requirement application must be completed)
_____ Private Preschool Options (Parent choice the cost will be the responsibility of the family/dosage will vary)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____ Early Childhood Special Education Program (must be recommended by the SPED team)
______________________________________________________________________________________
General Questions for the Team to Consider if a General Ed preschool classroom is desired:
Are there any concerns with the environment the child will be potentially placed in?
Can the child participate in the same activities as his/her peers in this general education preschool program?
Are any modifications/supports required for him/her to do this?
What classroom activities/routines are anticipated that the child will not need support?
Does the child NEED to be include a general education preschool program in order to practice and work on his IEP goals?
Final Team Placement Decision:
____ No services per parent choice
____ Special Education Related Service Only (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW)
____ Special Education Related Service (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW) + Head Start/GSRP
____ Special Education Related Service (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW) + Private Preschool (parent choice)
____1755 Early Childhood Special Education Services (Inclusion with SPED teacher component) and Related Service
(__ Speech, ___ OT, __ PT, ___ HI, ___ VI___ SSW)
_ Preschool program the Parent has enrolled child in: ______________________
_ HS/GSRP consideration: (if yes complete the collaborative preschool application, secure a release and send a copy of the IEP with
application.
___ Dual Enrollment: ECSE Classroom (1754) w/ related services (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW) + Private Preschool
(Parent choice)
____ Dual Enrollment: ECSE Classroom (1754) w/related services (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW) + Head
Start/GSRP
____ 1754 ECSE Classroom w/ related services (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW)
____Center Based Program w/ Related Services (___speech, ___ OT, ___PT, ___VI, ___HI, ___SSW)
Comments:
Date: ___________________________ Sped Team Rep:_________________________________________________
If the team is recommending Early Childhood Special Education Services 1755 send a copy of this form to:
Ionia ISD ATT: Amy Oppermann or scan and email at aopperman@ioniaisd.org.
Revised 4/20/15